In recent years various structural approaches have been used in the United States to improve the delivery of elementary and secondary educational services to rural students. Post World War II interest in reorganization of local districts into larger administrative units has shifted to three other approaches popularized in the 1970's (each with supporters and opponents), i.e., provisions of specialized services from decentralized state education agencies (SEAs), formation of special district education service agencies (ESAs), and development of education cooperatives. A current study of characteristics of 31 networks of all types of service agencies in 26 states reveals that a majority of the Special District ESAs are making more significant contributions of programs and services to public Local Education Agencies (LEAs) than a majority of the Regionalized and Cooperative ESA networks. Most Special Districts have a more comprehensive, faster growing staff. Federal involvement in all three approaches appears crucial. Regional SEA/ESAs enjoy more state involvement and Cooperatives have more public LEA involvement. The federal government should adopt a consistent funding policy for ESAs and all districts should receive their fair share of services. Federal school improvement efforts should take advantage of the unique ability of ESAs to service rural schools. (SB)